TENDENCIES OF HOSPICE AVAILABILITY AND DIGITAL VULNERABILITY OF ELDERLY PEOPLE IN DIFFERENT COUNTRIES

Name and position of the participant lecturer and other supporting staff if relevant

Kurbanova Muyassar, PhD student

Professor Eva Berde

Name of the course and discipline, level and year of study and any useful background info.

 

Demographic Ageing in Europe: How will it affect the Economy and Welfare State?

Intensive week (04.04.2022 – 07.04.2022) for international bachelor and master students
Name of community partner and/or any other supporting partners (public or private sector) Hungarian Hospice Foundation

CERL project title(s)

 

 Tendencies of hospice availability and digital vulnerability of elderly people in different countries

Can you provide any tangible info – e.g. module descriptor, learning outcomes, assignments, assessment criteria – please copy paste below if yes – NB Get module code

 

Module descriptor:

Increasing life expectancy and declining fertility lead to demographic ageing which is the 21st century’s dominant demographic phenomenon. Population ageing is fundamentally changing the countries of Europe as the relative and the absolute number of older people is increasing rapidly. Japan is the oldest and Korea the fastest ageing country in the world.

The class provides a broad overview of the global demography of aging, its impact on the economy, and welfare of the state by the example of European and Asian countries as well. We will explore patterns, trends, and projections of demographic ageing. The increasing share of older people brings with it sweeping changes in population needs as a silver consumer with potentially significant implications for older workers called silver workers, consumption, economic growth, and fiscal balance.

 Assignments for the students in connection with community partner:

Students had to describe the following questions:

1. What are the tendencies of hospice availability in your country relative to the changes of the size of elderly population?

Expected response:

· Available statistics on hospice.

· (cultural, social, state, private, etc,) approaches to hospice.

· Examples of solutions, institutions, foundations engaged in hospice

 2. What is the level of digital vulnerability of elderly people in your society?

Digital vulnerability:

· Expected use of digital technologies across all aspects of life (health, administration, finance, communication, etc.)

· Physical, mental, and other ways of vulnerability

Expected response:

· Examples, approaches of how this vulnerability is explored and tackled in a country

How was it taught:

1.      number of students

2.      student groupwork or individual,

3.      how they worked with the partner,

4.      how the project proceeded,

5.      any reflection done with students,

6.      evaluation or formal assessment of their learning,

7.      Could or should we follow up with students?

8.      tech used

9.      Anything else interesting?

10.   For how long have you been teaching this course, and since when there is a community partner involved?

1.      22

2.      Student groupwork

3.      The community partner presented to the students the organization, its main aims, and duties. After the presentation, the students asked interesting questions.

4.      Through interactive communication between the community partner and students.

5.      A video was played by the community partner, and the students expressed their thoughts about it.

6.      The students received home assignments related to the community partner’s interests, and after submitting them they received marks.

7.      No

8.      Presentation and video

9.      Some students figured out that in their home countries also exist Hospice organizations.

10.   This course has been taught for 3 years, and it was the first year that a community partner was involved.

What did you CHANGE about your programme/course in relation to CERL during CIRCLET?

 

 Some topics were merged in order to ensure having time for the community partner and interactions with students. Also, new assignments were added.

CHALLENGES and how you overcame them?

 

 No particular challenges were faced.

What did your STUDENTS LEARN or how will they benefit?

 

 The students learnt about the community partner (some of them did not even know that such an organization existed) and palliative carre they provide for terminal stage patients.

What do you think the BENEFIT was TO THE PARTNER?

 

 Before involving the community partner, we had a meeting and asked them what they wanted students to work on. After receiving their suggestions, we adjusted them to the course topic. During the course, the students worked on those home assignments, and they were sent to the community partner in order to use the information for expanding and modifying their future activities.

HOW could/will you IMPROVE YOUR CERL teaching practice next time?

 

 We should look for finding more community partners who are much more closely related to the course.

3 TANGIBLE PIECES OF ADVICE you would give to someone starting a CERL project with students?

 
  1. First of all, work on the course syllabus more precisely and make sure to have enough time for the community partner.
  2. Ensure to have assignments that are beneficial for the students, community partners, and also should be related to the course topics.
  3. Divide the students into small groups in advance so that they will have enough time to work together.
Any good, QUOTABLE FEEDBACK you received from students, partners, colleagues, family, etc.? At the end of the course, students were asked what they liked the most about the course, and the answer was that involving the community partner helped them to get not only the theoretical knowledge but also some practical understanding.